This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.
This book considers innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time degree program. The chapters demonstrate the ways that IEPs influence the wider fields of Applied Linguistics and TESOL.
Recenzijas
A one-of-a-kind volume on innovation in the context of Intensive English Programs (IEPs). Chapter authors chronicle the past, explore important contemporary issues and consider future trajectories. This is a must-read for IEP teachers, administrators and scholars, as well as other ELT professionals in the US and elsewhere. A stellar contribution to the professional literature. * Fredricka L. Stoller, Professor Emerita, Northern Arizona University, USA * The ever-changing profile of our students backgrounds and needs requires innovation, and Intensive English Programs (IEPs) deliver. This volume articulates the history of constant innovation that permeates the field, and many chapters close with suggestions for future innovative work. I strongly recommend this book to IEP and international education leaders alike to understand what IEPs are and how they support the international education aims of their institutions. * Mark Algren, University of Missouri, USA * With contributions from experts, this book provides a nuanced view of Intensive English Programs (IEPs) at US universities and is sure to be an immensely valuable read. It is the first attempt to go beyond discussing the administrative aspects of IEPs to delve into their innovations, which are of great interest in the fields of TESOL and applied linguistics. * Yumi Matsumoto, University of Pennsylvania, USA *
Papildus informācija
Takes a critical perspective on IEPs, especially in its rejection of advice for programs to focus on growth and revenue
Contributors
Jason Litzenberg: Introduction: Understanding Innovation in University-Based
Intensive English Programs
Chapter
1. Diane Larsen-Freeman: The First IEP: The English Language
Institute at the University of Michigan
Chapter 2 Jason Litzenberg and Minjin Kim: ELI, ELP or IEP? Tracing the
Growth of an Industry
Chapter
3. Sharon Cavusgil, Martyn J. Miller, Rebecca Smith-Murdock and Betty
Soppelsa: Founding the Modern Era: A Conversation Among Former IEP
Directors
Chapter
4. Jeremy D. Slagoski: Employment Trends in English Language Programs
Chapter
5. Sarah Arva Grosik: Beyond Revenue: IEP Service to the University
and Community
Chapter
6. Michael E. Anderson and LeeAnne Berger Godfrey: Multilingualism,
Multiculturalism and Advocacy: How Intensive English Language Programs can
Impact Campus Culture
Chapter
7. Nikki Mattson and Jacqueline M. Gianico: Behold-Remold: Navigating
and Innovating Liminal Spaces as an IEP Practitioner-Administrator-Scholar
(PAS)
Chapter
8. JPB Gerald: The Missing Puzzle Piece: Racism and Native-Speakerism
Scholarship
Chapter
9. James M. Perren: The Other Side of Community Engagement Projects:
Benefits to the Community?
Chapter
10. Kleber Aparecido da Silva, Lauro Sérgio Machado Pereira, Dllubia
Santclair, Silvia Penna and Oseas Bezerra Viana-Jr: Mind the Gap! Voices of
Brazilian English Language Teachers in a Continuing Education Intensive
English Program in the United States
Chapter
11. Carter A. Winkle: Over a Decade of Third-Party Pathway Programs
in the United States
Chapter
12. Ekaterina Arshavskaya and Marta Halaczkiewicz: Brave New
Classrooms: On the Role of Technology in IEPs
Chapter
13. Crystal Bock Thiessen: Where to From Here? Continuing to
Innovate, Respond and Reform in IEPs
Index
Jason Litzenberg is Teaching Professor of Applied Linguistics and Director of the Intensive English Communication Program at Pennsylvania State University, USA. His research interests are in the areas of sociolinguistics, English as a Lingua Franca, World Englishes, Linguistic Landscapes, Language Program Administration and Decolonial Scholarship.
Biežāk uzdotie jautājumi par e-grāmatām